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Dr Rahim Badri Gargari, Dr Eskandar Fathi Azar, Dr Shahroz Nemati, Delaram Mohammadi,
Volume 19, Issue 3 (5-2021)
Abstract

Background and Objective: School bullying is a global problem that has negative consequences for those involved. This study was conducted to evaluate the effectiveness of forgiveness training programs on selfcompassion among bullying-victim students.
Materials and Methods: The quasi-experimental research was conducted based on a pretest-posttest control group design and a one-month follow-up. The samples (n=32) were selected from the high school bullying-victim students studying in Tabriz, Iran, in the academic year of 2019-20 and randomly divided into two groups (n=16 each). The experimental group received ten sessions of forgiveness training intervention. After the training course, the cases were subjected to a posttest, whose scores were analyzed using the covariance method. Research tools included the Bullying Victimization Scale, Self-Compassion Scale, and a forgiveness training package. 
Results: The results showed that forgiveness training had a positive effect on self-compassion (P<0.01) and could explain 96% of the variance of selfcompassion with the power of 1.
Conclusion: Based on the findings, forgiveness training could be an acceptable way to reduce the consequences of bullying behaviors through increasing forgiveness and by increasing the attribute of forgiveness, acceptance and empathy, respect and kindness in school.

Miss Reyhaneh Moeinifar, Dr Ali Mehdad, Dr Gholamreza Manshaee,
Volume 21, Issue 4 (12-2023)
Abstract

Background and Objectives: Bullying in schools is a type of interpersonal violence that can have adverse short-term and long-term academic and social consequences. Therefore, the present study was conducted to determine the effectiveness of bullying prevention education on bullying, empathetic behaviors, and academic procrastination among students.
Materials and Methods: This semi-experimental research was carried out with a pretest-posttest and follow-up design. The statistical population included all boy students aged 12 to 15 in a secondary school in Isfahan City. To carry out the research, 30 of the mentioned students with an average or higher cut-off score in the bullying behavior questionnaire were purposefully selected. To evaluate the pre-test, the students completed the Bullying Behavior Questionnaire by Splich and Hallett (2001), the Empathic Behavior Questionnaire by Vossen et al. (2015), and the Academic Procrastination by Solomon and Rothblum (1984). In the next step, the experimental group received bullying prevention training proposed by Akbari Balootbangan (2018), while the control group received no training. The data was analyzed through analysis of variance with repeated measurement variance.
Results: The results showed that, in the post-test and follow-up stages, there was a significant difference in the variables of bullying behaviors, academic procrastination, empathic behaviors, and the dimensions of these variables between the control group and the experimental or bullying prevention training group (P<0.001). The effect of bullying prevention training on reducing bullying behaviors and academic procrastination and increasing sympathetic behaviors was in the post-test 0.94, 0.89, and 0.63, respectively, and 0.93, 0.90, and 0.60 in the follow-up phase.
Conclusion: Therefore, it can be said that if the bullying prevention program is provided in schools and educational places for children and students, it will prevent the occurrence of bullying behavior and academic procrastination and lead to the learning of empathy.


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